Abstract
The purpose of this study was to examine the extent to which trainers’ qualifications in CBET implementation influence the acquisition of employable skills among visually impaired learners in TVET institutions in Kenya. The study applied a mixed methods research design. The study targeted 2 principals, 20 heads of departments, 70 trainers, 150 visually impaired learners and graduates of Machakos Technical Institute for the Blind and Sikri Technical Training Institute for Deaf-Blind, 2 Ministry of Education officials in charge of TVET, Curriculum Development Accreditation and Certification Council officials, 3 Ministry of Labour officials, 10 members of civil society groups and 5 managers of industries. A census of the principals and trainers was taken while purposive sampling was used to sample the rest of the respondents. Primary data was collected using questionnaires, interview schedules, focused group discussion guide and observation checklists. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed using content analysis. The study established a shortage of trainers in most departments within the institutes attributable to continuous increase in learners with special needs and multiple disabilities and the requirement for one trainer per learner at a given time for learners with visual impairments. It was also established that quite a large number of trainers in the TVET institutions were not adequately equipped to implement the CBET approach with a particular focus on the visually impaired learners (VILs). The study further noted that the acquisition of employable skills among VILs was positively and significantly influenced by trainers’ qualifications in CBET implementation. The study concluded that trainers’ qualifications had considerable impact of level of the acquisition of employable skills among VILs. Keywords: Competence based education and training, employable skills, trainers’ qualifications, visually impaired learners. DOI : 10.7176/JEP/10-29-02 Publication date :October 31 st 2019
Highlights
1.0 INTRODUCTION Technical and Vocational Education and Training (TVET) systems play a pivotal role in the social and economic development of a country since it addresses pertinent issues related to unemployment, poverty and competitiveness in skills development (Kenya Policy Framework on Technical and Vocational Education and Training, 2012)
In an effort to enhance this aspect of education and training, countries have embraced competence based education and training (CBET) as a strategy to prepare learners more effectively for the real workplaces
The trainers responded to a number of statements presented that were related to trainers’ qualifications in CBET
Summary
INTRODUCTION Technical and Vocational Education andTraining (TVET) systems play a pivotal role in the social and economic development of a country since it addresses pertinent issues related to unemployment, poverty and competitiveness in skills development (Kenya Policy Framework on Technical and Vocational Education and Training, 2012). TVET Systems are continuously subjected to forces that drive changes in institutions, industry and the society One such force is the need to have a competent workforce. In an effort to enhance this aspect of education and training, countries have embraced competence based education and training (CBET) as a strategy to prepare learners more effectively for the real workplaces. This is achieved by taking into account the industry requirements. This is in response to unique challenges and opportunities of TVET based on the needs of the changing economies and society (Anane, 2013). Goals of education indicate how TVET is integrated in determining solution of challenges associated with the development agenda of the country
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